Overview of Assessment Validation
Training Organisations manage multiple responsibilities post-registration, such as annual declarations, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in many discussions, let's return to the basics. ASQA (Australian Skills Quality Authority) describes validation of assessments as a quality review of the assessment procedure.
Basically, validation of assessments is dedicated to identifying which parts of an RTO’s evaluation 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 SRTOs 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 primary type of assessment validation checks conformity with the requirements of the training package within your organisation's scope. The other type guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will discuss the initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, is related to the initial part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
When to Validate Assessment Tools
The goal of assessment tool validation is to ensure that all aspects, performance standards, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new educational resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources as soon as possible to verify they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Do assessment tool validation also when you:
- Enhance your resources
- Expand with new training products on scope
- Check your course against training product updates
- Note 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.
Training Products Requiring Validation
Bear in mind that this validation guarantees adherence of all learning resources before student use. 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 learning resources:
- Mapping Resource: The first document to review. It identifies which evaluation items meet subject requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, registers, and forms designed separately from the learner workbook and marking guide. Validate these to ensure they match the evaluation task and comply with subject requirements.
Assessment Validation Panel
Regulation 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 evaluators to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- 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?
- Relevance: 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?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands the students to complete How to validate assessment tools Australia 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 enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each evaluation task must address all requirements, or the student is incompetent, and the assessment tool is non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it simpler 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 guarantees, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, 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 valid with the standards established by ASQA and the SRTOs 2015.