Assessment Validation Overview
Training Organisations have multiple obligations following registration, like annual statements, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in multiple publications, let's return to the basics. ASQA defines assessment validation as quality assurance of the assessment process.
Principally, validation of assessments is about 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 SRTOs 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 regulations specify two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This implies that validation is carried out pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the initial part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Best Time for Conducting Assessment
The purpose of validating assessment tools is to ensure that all components, performance criteria, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you obtain new learning resources, you must conduct validation of assessment tools 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 fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Do validation of assessment tools also when you:
- Revise your resources
- Add new qualifications to scope
- Compare your course with training product updates
- Note 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
Bear in mind that this validation ensures conformity of all educational resources before being used. All RTOs must validate training products for each subject unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It indicates which assessment tasks meet subject 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 guidelines for assessors are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, evaluation registers, and forms created separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and comply with subject requirements.
Panel for Validation
Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit under validation.
- Current Knowledge check here and Skills in Vocational Training.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Is the evidence up-to-date with current industry practices?
Key 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 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 does not fulfill the requirement.
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 evaluation task must address all specifications, or the student is not competent, and the assessment tool is not compliant.
Be Specific!
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or trainers.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.