Introduction
Training Organisations handle multiple tasks following registration, like annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in several discussions, a review of the basics is necessary. ASQA describes validation of assessments as quality assurance of the assessment procedure.
Primarily, validation of assessments is concerned with 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, 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 assessment review checks conformity with the training package assessment requirements within your RTO's scope. The subsequent validation guarantees that assessments follow the principles of assessment and rules of evidence. This implies that we perform validation both before and after the assessment. This article will concentrate on the first type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, relates to the initial part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When to Validate Assessment Tools
The aim of assessment tool validation is to verify that all aspects, performance criteria, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you obtain new training materials, you must perform assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Validate new resources right away to confirm they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Perform validation of assessment tools also when you:
- Modify your resources
- Add new training products on scope
- Evaluate your course with training product updates
- Spot 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.
Identifying Training Products for Validation
Keep in mind that this validation ensures conformity of all learning resources before use. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It identifies which evaluation items meet subject requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for trainers are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include evaluation checklists, logs, and forms developed separately from the workbook and evaluation guide. Validate these to ensure they fit the assessment activity and address course unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually ask all educators and click here assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Adaptability: 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?
- Reliability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: 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: Does the evidence confirm the originality of the candidate's work?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the action words 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:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit specification is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands 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 is not sufficient.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must address all specifications, or the student is not competent, and the assessment tool is out of compliance.
Can You Be More Specific?
Each evaluation task 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.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, 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 guidelines and understanding the Principles of Assessment and rules of evidence, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.