Assessment Validation Overview
RTOs have numerous responsibilities following registration, like annual declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validating assessments frequently stands out. While validation has been reviewed in several posts, let's return to the basics. ASQA identifies validation of assessments as granular review of the evaluation process.
Principally, validation of assessments is about 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 Standards for RTOs 2015, 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 require two forms of validation. The primary type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The other type ensures that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will concentrate on the first type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, deals with the first part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the implementation, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The purpose of validating assessment tools is to verify that all aspects, performance criteria, and performance and knowledge evidence are covered by your evaluation tools. Therefore, whenever you acquire new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Review new tools right away to verify they are suitable for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Conduct assessment tool validation also when you:
- Update your resources
- Integrate new training products on scope
- Examine your course with training product updates
- Recognise 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 materials 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 identifies which assessment tasks meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for assessors 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 lists, evaluation registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they fit the assessment activity and address course unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for members of check it out the validation panel. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Is the evidence up-to-date with current industry practices?
Important Factors in 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 Nurture babies and toddlers, one performance criteria asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 demands 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 is not sufficient.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must cover all specifications, or the student is incompetent, and the assessment tool is non-compliant.
Be Specific!
Each evaluation task must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a safe and compliant approach.
By following these recommendations and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are compliant with the requirements set by ASQA and the SRTOs 2015.