Overview of Assessment Validation
Registered Training Organisations (RTOs) are responsible for numerous duties after becoming registered, like annual declarations, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments often stands out. While we've discussed validation in multiple publications, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment validation as a quality review of the assessment procedure.
Principally, assessment review is aimed at 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 regulations, 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 specify two forms of validation. The primary type of assessment review ensures compliance with the training package assessment requirements within your organisation's scope. The other type guarantees that assessments follow the principles of assessment and Rules of Evidence. This suggests that validation is performed both before and after the assessment. This article will discuss the first type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, is related to the primary part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of validating assessment tools is to verify that all elements, performance standards, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you obtain new training materials, you must perform validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Validate new tools as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct validation of assessment tools also when you:
- Improve your resources
- Add new qualifications to scope
- Audit your course with training product updates
- Identify potential risks in your learning resources 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.
Identifying Training Products for Validation
Remember that this validation ensures compliance of all learning resources before being used. All RTOs must validate materials for each unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It indicates which evaluation items meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, logs, and forms created separately from the learner workbook and marking guide. Validate these to ensure they suit the assessment task and comply with subject requirements.
Assessment Validation Panel
Standard 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 validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Rules of Evidence
- Relevance: 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?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: 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 verbs in the unit specifications and here ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed 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
Common Pitfalls
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. 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.
All or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment task must meet all requirements, or the student is not yet competent, and the evaluation tool is not compliant.
Be Specific!
Each assessment 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 confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This impacts your compliance record, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the Principles of Assessment and evidence rules, you can ensure that your evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.