Intro to Assessment Validation
Registered Training Organisations are responsible for multiple tasks upon registration, like annual statements, AVETMISS data submission, and marketing compliance. Among these tasks, validating assessments frequently stands out. While we've discussed validation in many posts, a review of the basics is necessary. ASQA defines validation of assessments as quality assurance of the assessment procedure.
Essentially, validation of assessments 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 specify two types of validation. The primary type of assessment review checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that we perform validation both before and after the assessment. This article will discuss the first type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the primary part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Best Time for Conducting Assessment
The purpose of validating assessment tools is to ensure that all components, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you purchase new educational resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Validate new resources immediately to confirm they are fit for student use.
Nevertheless, this isn't the only reason to do this type of validation. Perform validation of assessment tools also when you:
- Modify your resources
- Expand with new training products on scope
- Check your course against training product updates
- Recognise 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 conformity of all training materials 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 assessment tasks meet course unit requirements, helping with 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 check if instructions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include evaluation checklists, registers, and forms developed separately from the learner workbook and assessor guide. Validate these to ensure they fit the assessment activity and meet unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current these guys Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?
Key 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 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- 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., evidence of knowledge), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. 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 is not sufficient.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each evaluation task must meet all criteria, or the student is not yet competent, and the assessment method is not compliant.
Can You Be More Specific?
Each assessment 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 directions do not confuse students or evaluators.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, 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 instructions and understanding the principles of assessment and rules of evidence, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.