Overview
Registered Training Organisations are responsible for numerous duties following registration, like yearly reports, AVETMISS reporting, and marketing adherence. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in many posts, a review of the basics is necessary. ASQA describes validation of assessments as granular review of the assessment procedure.
Principally, assessment validation is dedicated to identifying which parts of an RTO’s assessment procedures 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 standards specify two forms of validation. The first type of validation of assessments guarantees adherence to the training package assessment requirements within your RTO's scope. The second validation verifies that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is carried out pre- and post-assessment. This article will concentrate on the initial type—assessment tool validation.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the initial part of the regulation, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The aim of assessment tool validation is to make sure that all aspects, performance standards, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you purchase new learning resources, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Validate new resources right away to verify they are suitable for student use.
Nevertheless, this isn't the only time to perform this type of validation. Conduct assessment tool validation also when you:
- Amend your resources
- Introduce 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.
Training Products to Validate
Remember that this validation guarantees adherence of all educational resources before being used. 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 indicates which assessment items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for evaluators 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 evaluation checklists, logs, and templates developed separately from the student workbook and evaluation guide. Validate these to ensure they suit the evaluation task and address course unit requirements.
Panel for Validation
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 require all trainers and evaluators to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- 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?
- Adaptability: 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?
- Consistency: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is there website enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Does the evidence reflect current skills and knowledge?
Important Factors in 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 diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Frequent Errors
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. 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.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must meet all criteria, or the student is not yet competent, and the assessment tool is out of compliance.
Provide Specific Details
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 instructions do not confuse students or assessors.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment tools are compliant with the standards established by ASQA and the SRTOs 2015.