Intro to Assessment Validation
RTOs manage many responsibilities after becoming registered, such as annual declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validating assessments is notably challenging. While validation has been covered in multiple discussions, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) identifies assessment review as quality assurance of the assessment process.
Essentially, assessment validation is about 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 Standards for RTOs 2015, 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 standards specify two types of validation. The primary type of validation of assessments checks conformity with the training package assessment requirements within your RTO's scope. The second 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 focus on the primary type—assessment tool validation.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the initial part of the regulation, ensuring meeting all unit requirements.
- Post-Assessment Validation: Concerns the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all aspects, performance standards, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you acquire new learning resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct assessment tool validation also when you:
- Update 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
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
Note that this validation ensures compliance of all learning resources before student use. All RTOs must validate training products for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It shows which evaluation items meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment results.
- Other Related Resources: These may include lists, registers, and templates created separately from the learner workbook and marking guide. Validate these to ensure they suit the assessment task and comply with course 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 mandate all trainers and evaluators to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Professional Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: check it out Will the assessment produce consistent results every time?
Guidelines for Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies 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
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification 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 Baby and Toddler Care 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 won’t cut it.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment item must address all specifications, or the student is not yet competent, and the assessment tool is out of compliance.
Provide Specific Details
Each assessment 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 mislead students or assessors.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately evaluate student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the principles 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.