Overview of Assessment Validation
Training Organisations are responsible for many obligations following registration, which include annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in several articles, a review of the basics is necessary. ASQA defines assessment validation as quality assurance of the assessment process.
In essence, assessment validation is aimed at identifying 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, 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 initial type of assessment validation guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is performed both before and after the assessment. This article will focus on the primary type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the primary part of the rule, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Relates to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The aim of assessment tool validation is to make sure that all elements, criteria for performance, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you acquire new training materials, you must carry out assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Check new resources as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only time to perform this type of validation. Perform assessment tool validation also when you:
- Modify your resources
- Add new training products on scope
- Review your course against training product updates
- Note 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.
Training Products Needing Validation
Bear in mind that this validation ensures conformity 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 Document: The first document to review. It shows which assessment tasks meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also verify if guidelines for assessors are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, logs, and templates created separately from the student workbook and marking guide. Validate these to ensure they fit the evaluation task and meet unit requirements.
Panel for Validation
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 educators and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current Expertise in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: 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?
- Reliability: Will the assessment produce consistent results every time?
Evidence here Rules
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria 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
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit specification is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Watch Out for the Plurals!
Pay attention to the frequency. 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.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment item must meet all specifications, or the student is not yet competent, and the evaluation tool is out of compliance.
Provide Specific Details
Each assessment 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 guidelines do not baffle students or evaluators.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” 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 compliant with the standards established by ASQA and the SRTOs 2015.