Overview of Assessment Validation
Training Organisations have many obligations upon registration, like annual statements, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments often stands out. While validation has been reviewed in many publications, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment review as a quality review of the evaluation process.
In essence, assessment validation is about 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 mandate two types of validation. The first type of assessment review ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This implies that we perform validation both before and after the assessment. This article will focus on the primary type—assessment tool validation.
Understanding Assessment Validation Types
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is concerned with the initial part of the rule, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of validating assessment tools is to ensure that all components, performance standards, and evidence of performance and knowledge are covered by your evaluation tools. Therefore, whenever you acquire new educational resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new tools as soon as possible to confirm they are suitable for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Conduct assessment tool validation also when you:
- Modify your resources
- Introduce new training products on scope
- Evaluate your course with training product updates
- Identify potential risks in your learning resources 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.
Identifying Training Products for Validation
Bear in mind that this validation guarantees adherence of all learning resources before use. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It identifies which assessment tasks meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide: Also ensure if guidelines for assessors 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 checklists, logs, and templates created separately from the workbook and assessor guide. Validate these to ensure they fit the assessment task and address subject requirements.
Panel for Validation
Standard 1.11 specifies the requirements for panel members. 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 panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Guidelines for 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?
- Originality: Does the evidence confirm the originality of the candidate's work?
- 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 performance evidence requirement asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- 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 requirement is meant click here to assess underpinning knowledge (i.e., knowledge evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 won’t cut it.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment method is non-compliant.
Be Specific!
Each evaluation task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or evaluators.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
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 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 assessment principles and Rules of Evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.