Assessment Validation Overview
Registered Training Organisations (RTOs) are responsible for many tasks following registration, including annual declarations, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in many posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies assessment validation as granular review of the assessment process.
Fundamentally, validation of assessments is designed to identify 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 2015 Standards for RTOs, 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 mandate two types of validation. The initial type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The second validation guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that validation is carried out both before and after the assessment. This article will discuss the first type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, is concerned with the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When to Validate Assessment Tools
The aim of assessment tool validation is to make sure that all elements, performance standards, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you obtain new educational 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 resources right away to confirm they are appropriate for students.
Nevertheless, this isn't the only time to do this type of validation. Do assessment tool validation also when you:
- Update your resources
- Integrate new training products on scope
- Examine your course with training product updates
- Spot 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.
What Training Products Require Validation
Keep in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It indicates which assessment items meet subject requirements, assisting in 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 instructions for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, registers, and forms designed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment activity and meet unit requirements.
Panel for Validation
Standard 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all educators and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and 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:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
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 to assess underpinning 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 Baby and Toddler Care 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 lists. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must address all criteria, or the student is not competent, and the evaluation tool is out of compliance.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. here Therefore, it’s crucial that your directions do not mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Audit Guarantees
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 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.