Assessment Validation Overview
RTOs handle various duties post-registration, such as yearly declarations, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in many posts, let's return to the basics. ASQA describes assessment review as a quality review of the evaluation process.
Primarily, 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, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations mandate two forms of validation. The initial 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 indicates that we perform validation pre- and post-assessment. This article will focus on the first type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, pertains to the primary part of the regulation, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The aim of assessment tool validation is to verify that all components, criteria for performance, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you obtain new learning resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new materials as soon as possible to confirm they are appropriate for students.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct validation of assessment tools also when you:
- Modify your resources
- Incorporate new training products on scope
- Review your course against 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.
What Training Products Need Validation?
Note that this validation ensures compliance of all training materials before being used. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It shows which evaluation items meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include lists, evaluation registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment task and comply with course unit requirements.
Assessment Validation Panel
Clause 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 sector experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Professional Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- 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 tasks in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
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 specification is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be doing 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 perform only half the tasks listed, it’s not compliant. Each assessment task must cover all requirements, or the student is not competent, and the assessment method is out of compliance.
Be Specific!
Each evaluation task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” awesome site However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.