Assessment Validation Overview
Registered Training Organisations (RTOs) manage numerous duties following registration, including yearly reports, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in several posts, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment review as quality assurance of the assessment procedure.
At its core, assessment review 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 SRTOs 2015 regulations, 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 regulations require two types of validation. The primary type of assessment review checks conformity with the requirements of the training package within your RTO'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 pre- and post-assessment. This article will discuss the first type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, deals with the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is concerned with the conduct, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
When to Validate Assessment Tools
The purpose of validating assessment tools is to verify that all components, performance standards, and performance and knowledge evidence are addressed by your assessment methods. Therefore, whenever you purchase new educational resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next five-year validation cycle. Validate new tools right away to confirm they are fit for student use.
Nevertheless, this isn't the only reason to do this type of validation. Conduct validation of assessment tools also when you:
- Upgrade your resources
- Incorporate new training products on scope
- Review your course against 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.
Training Products Needing Validation
Note that this validation ensures conformity 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 assessment tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It identifies which evaluation items meet course unit requirements, assisting in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if directions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, registers, and evaluation templates designed separately from the student workbook and assessor guide. Validate these to ensure they suit the assessment task and comply with course unit requirements.
Panel for Validation
Clause 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 industry experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?
Rules of Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Currency: Does the evidence reflect current skills and knowledge?
Important check it out Factors in Assessment Validation
Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment task. 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 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 specification is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the frequency. 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 does not fulfill the requirement.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is not competent, and the assessment tool is out of compliance.
Provide Specific Details
Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it easier 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 promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, 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 compliant with the requirements set by ASQA and the SRTOs 2015.