Overview
Training Organisations are responsible for various duties upon registration, which include annual statements, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments often stands out. While we've discussed validation in several articles, let's revisit the fundamental principles. The Australian Skills Quality Authority describes assessment review as granular review of the evaluation process.
At its core, assessment validation is about 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules mandate two forms of validation. The primary type of validation of assessments checks conformity with the requirements of the training package within your RTO's scope. The other type verifies that assessments are conducted according to the principles of assessment and rules of evidence. This suggests that validation is performed both before and after the assessment. This article will concentrate on the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, deals with the first part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose of assessment tool validation is to make sure that all components, criteria for performance, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you get new learning resources, you must perform assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new tools immediately to verify they are suitable for student use.
Nevertheless, this isn't the only time to do this type of validation. Do validation of assessment tools also when you:
- Update your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Detect 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 Need Validation?
Bear in mind that this validation guarantees adherence of all learning resources before use. All RTOs must validate resources for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It identifies which assessment items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for trainers are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, evaluation registers, and evaluation templates developed separately from the learner workbook and assessor guide. Validate these to ensure they fit the assessment activity and comply with subject requirements.
Assessment Validation Panel
Regulation 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 trainers and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the assessment item. 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
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement 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 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 non-compliant. Each evaluation task must cover all specifications, or the student is not yet competent, and the assessment method is out of compliance.
Can You Be More 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 mislead students or assessors.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't check here resource developers provide audit guarantees?” However, with these assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.