Overview of Assessment Validation
Registered Training Organisations (RTOs) handle various responsibilities post-registration, which include annual declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in several posts, let's return to the basics. The Australian Skills Quality Authority describes assessment review as a quality review of the evaluation process.
Principally, validation of assessments is designed to identify which parts of an RTO's assessment 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 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 standards mandate two types of validation. The initial type of assessment review ensures compliance with the requirements of the training package within your RTO's scope. The other type guarantees that assessments adhere to the principles of assessment and Rules of Evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will focus on the initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, involves the initial part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Relates to the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of assessment tool validation is to make sure that all aspects, performance criteria, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you get new learning resources, you must perform assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Check new tools as soon as possible to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to perform this type of validation. Do validation of assessment tools also when you:
- Improve your resources
- Add new training products on scope
- Audit your course with training product updates
- Detect your learning resources as a risk 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
Bear in mind that this validation ensures conformity of all learning resources before student use. All RTOs must validate materials for each unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It identifies which assessment items meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for trainers are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include checklists, registers, and evaluation templates designed separately from the learner workbook and assessor guide. Validate these to ensure they match the assessment task and meet subject requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Evidence Rules
- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 requires the students to complete the tasks at this site 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 Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must cover all criteria, or the student is incompetent, and the assessment tool is non-compliant.
Provide Specific Details
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 guidelines do not mislead students or evaluators.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for assessors to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, 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.