Overview of Assessment Validation
RTOs have multiple obligations after becoming registered, such as annual declarations, AVETMISS compliance, and marketing compliance. Among these tasks, assessment validation is particularly challenging. While validation has been reviewed in many articles, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment review as quality assurance of the evaluation process.
In essence, validation of assessments is designed to identify which parts of an RTO's assessment 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 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 rules specify two types of validation. The first type of assessment validation guarantees adherence to the requirements of the training package within your RTO's scope. The subsequent validation verifies that assessments are conducted according to the principles of assessment and rules of evidence. This indicates that validation is carried out in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the first part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Timing for Assessment Tool Validation
The purpose of validating assessment tools is to ensure that all components, performance criteria, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you obtain new educational resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Check new tools as soon as possible to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Do validation of assessment tools also when you:
- Modify your resources
- Introduce 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.
Selecting Training Products for Validation
Bear in mind that this validation ensures conformity of all training materials before being used. All RTOs must validate resources for each subject unit.
Resources Required for 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 identifies which assessment tasks meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if instructions for trainers are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, evaluation registers, and evaluation templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment task and address subject requirements.
Validation Panel
Clause 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit under validation.
- Updated 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.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: awesome site Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: 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 action words in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change diapers
- 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
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), 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 Nurture babies and toddlers requires 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.
Full Competence or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment task must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment task must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are reliable with the requirements set by ASQA and the SRTOs 2015.