Assessment Validation Overview
Registered Training Organisations (RTOs) handle multiple responsibilities post-registration, including annual declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments is notably challenging. While validation has been covered in several articles, let's return to the basics. The Australian Skills Quality Authority defines validation of assessments as granular review of the evaluation process.
At its core, validation of assessments is intended 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 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 regulations require two forms of validation. The initial type of assessment review guarantees adherence to the training package assessment requirements within your RTO's scope. The other type guarantees that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This suggests that we perform validation in both pre- and post-assessment stages. This article will focus on the first type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the initial part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Relates to the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When to Validate Assessment Tools
The goal of assessment tool validation is to verify that all aspects, performance criteria, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you obtain new educational resources, you must perform assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Review new resources 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
- Expand with 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.
Identifying Training Products for Validation
Keep in mind that this validation ensures conformity of all training materials before student use. All RTOs must validate training products for each course unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It identifies which assessment tasks meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for assessors are sufficient and if clear standards for each assessment item are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, registers, and forms designed separately from the workbook and marking guide. Validate these to ensure they fit the assessment activity and address subject requirements.
Validation Panel
Clause 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 assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Relevance: 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: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, 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
- 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 requirement is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care calls for 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.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must meet all requirements, or the student is incompetent, and the assessment method is out of compliance.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not baffle students or trainers.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This impacts your compliance record, so it's better to take a proactive and RTO assessment validation process compliant approach.
By following these guidelines and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment tools are reliable with the requirements set by ASQA and the SRTOs 2015.