Intro to Assessment Validation
RTOs handle multiple responsibilities post-registration, which include annual statements, AVETMISS reporting, and promotional compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in multiple discussions, a review of the basics is necessary. ASQA defines assessment review as quality assurance of the assessment procedure.
Fundamentally, assessment validation is intended to identify 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, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules mandate two types of validation. The initial type of assessment review checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that we perform validation pre- and post-assessment. This article will discuss the initial type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, is concerned with the primary part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose of assessment tool validation is to make sure that all elements, performance criteria, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Check new resources right away to verify they are suitable for student use.
Nevertheless, this isn't the only occasion to conduct this type of validation. Do validation of assessment tools also when you:
- Revise your resources
- Add new qualifications to scope
- Review your course against 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.
Training Products to Validate
Note that this validation ensures compliance of all learning resources before use. All RTOs must validate training products for each course unit.
Resources Required for 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 indicates which assessment items meet unit requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also verify if directions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, logs, and evaluation templates developed separately from the workbook and assessor guide. Validate these to ensure they match the evaluation task and meet subject requirements.
Panel for Validation
Standard 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Skills and Current Professional Skills relevant to the unit under validation.
- 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: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- 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?
Guidelines for Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Are the assessment tools based on current units of competency and up-to-date 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 diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- 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 specification is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 perform only half the tasks listed, it’s not compliant. Each assessment task must meet all requirements, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers these guys offer guarantees for audits?” 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 recommendations and understanding the principles of assessment and evidence rules, you can ensure that your evaluation tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.