Overview of Assessment Validation
RTOs are responsible for many duties after becoming registered, including annual statements, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in many posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies validation of assessments as granular review of the evaluation process.
Basically, assessment validation 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 SRTOs 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 types of validation. The initial type of assessment review checks conformity with the requirements of the training package within your organisation's scope. The subsequent validation verifies that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that we perform validation both before and after the assessment. This article will focus on the primary type—assessment tool validation.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also called pre-assessment validation or verification, is related to the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
When to Conduct Assessment Tool Validation
The aim of validating assessment tools is to make sure that all components, criteria for performance, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you acquire new learning 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 materials immediately to verify they are suitable for student use.
Nevertheless, this isn't the only occasion to do this type of validation. Conduct validation of assessment tools also when you:
- Modify your resources
- Include 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.
Which Training Products Should You Validate?
Keep in mind that this validation guarantees adherence of all learning resources before student use. All RTOs must validate resources for each course unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It shows which assessment tasks meet subject requirements, aiding in faster validation.
- Learner/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 directions for assessors are sufficient and if clear benchmarks for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, logs, and templates developed separately from the student workbook and assessor guide. Validate these to ensure they match the evaluation task and address subject requirements.
Assessment Validation Panel
Standard 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 trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional 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
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: 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?
- Relevance: Is the evidence up-to-date with current industry practices?
Specific Considerations for 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 Nurture babies and toddlers, one required performance evidence asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- 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
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge evidence), students should be performing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. 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 won’t cut it.
Full Competence or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment task must address all specifications, or the student is not competent, and the evaluation tool 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 baffle students or assessors.
Avoid read more Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, you must wait for an audit before they help rectify noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these instructions and understanding the principles of assessment and rules of evidence, you can ensure that your assessment tools are compliant with the requirements set by ASQA and the SRTOs 2015.