Intro to Assessment Validation
RTOs handle various tasks post-registration, which include annual statements, AVETMISS reporting, and advertising compliance. Among these tasks, assessment validation is notably challenging. While validation has been covered in many discussions, let's return to the basics. ASQA identifies assessment review as granular review of the evaluation process.
Fundamentally, assessment validation is dedicated to identifying 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, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules require two types of validation. The first type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The other type ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This suggests that validation is carried out both before and after the assessment. This article will focus on the primary type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, is concerned with the primary part of the rule, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Concerns the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to ensure that all elements, criteria for performance, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you acquire new learning resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next scheduled validation. Validate new tools right away to confirm they are appropriate for students.
Nevertheless, this isn't the only time to perform this type of validation. Conduct validation of assessment tools also when you:
- Modify your resources
- Expand with new training products on scope
- Review your course against training product updates
- Flag 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.
Training Products to Validate
Note that this validation ensures conformity of all learning resources before being used. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It indicates which assessment items meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for assessors are sufficient and if clear benchmarks for each assessment task are provided. Clear standards are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the learner workbook and assessor 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 assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Competencies and Current Industry Skills relevant to the validated unit.
- Current Expertise in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the tasks 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 performance criteria asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
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., evidence of knowledge), students should be performing the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. 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 does not fulfill the requirement.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each evaluation task must meet all criteria, or the student is not yet competent, and the assessment method is out of compliance.
Be Specific!
Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for assessors to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer find it here guarantees for audits?” However, with these promises, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a safe and compliant approach.
By following these guidelines and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your evaluation tools are valid with the requirements set by ASQA and the SRTOs 2015.