Overview of Assessment Validation
RTOs are responsible for multiple duties upon registration, such as annual declarations, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in several publications, a review of the basics is necessary. The Australian Skills Quality Authority describes assessment review as granular review of the assessment process.
In essence, assessment review is concerned with 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 2015 Standards for RTOs, 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 regulations specify two types of validation. The first type of assessment review 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 implies that validation is performed both before and after the assessment. This article will concentrate on the first type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Often termed pre-assessment validation or verification, pertains to the initial part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the execution, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The goal of assessment tool validation is to ensure that all aspects, criteria for performance, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new materials as soon as possible to verify they are suitable for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:
- Amend your resources
- Incorporate 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
Note that this validation guarantees adherence of all learning resources before being used. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It identifies which evaluation items meet course unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also verify if instructions for assessors are sufficient and if clear standards for each assessment item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Supplementary Resources: These may include evaluation checklists, logs, and evaluation templates developed read more separately from the workbook and assessor guide. Validate these to ensure they fit the evaluation task and meet subject requirements.
Validation Panel
Standard 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 field experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Guidelines for Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- 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 criteria is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the frequency. 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 Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must meet all specifications, or the student is not competent, and the evaluation tool is not compliant.
Can You Be More Specific?
Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” 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 instructions and understanding the principles of assessment and rules of evidence, you can ensure that your evaluation tools are reliable with the requirements set by ASQA and the SRTOs 2015.