Overview of Assessment Validation
Training Organisations handle multiple responsibilities after becoming registered, such as annual declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments often stands out. While validation has been reviewed in many articles, a review of the basics is necessary. ASQA describes assessment validation as granular review of the assessment process.
Fundamentally, validation of assessments is designed 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 Standards for RTOs 2015, RTOs must ensure their assessment systems, including RPL, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards mandate two forms of validation. The primary type of validation of assessments ensures compliance with the training package assessment requirements within your organisation's scope. The other type verifies that assessments are conducted according to the Principles of Assessment and Rules of Evidence. This implies that we perform validation pre- and post-assessment. This article will concentrate on the first type—assessment tool validation.
Two Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, concerns the first part of the rule, aimed at 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.
Methods for Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The purpose of assessment tool validation is to verify that all elements, performance standards, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you purchase new learning resources, you must perform validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources immediately to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Do validation of assessment tools also when you:
- Revise your resources
- Integrate new training products on scope
- Assess your course with training product updates
- Detect 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.
What Training Products Need Validation?
Bear in mind that this validation guarantees adherence of all educational resources before being used. All RTOs must validate materials for each unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It shows which evaluation items meet unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for assessors are sufficient and if clear benchmarks for each evaluation item are provided. this site Clear benchmarks are crucial for reliable assessment results.
- Additional Resources: These may include lists, registers, and forms designed separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and meet course unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: 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 item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Common Pitfalls
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 assess underpinning knowledge (i.e., evidence of knowledge), 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 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 enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is not competent, and the assessment method is out of compliance.
Can You Be More Specific?
Each assessment item 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
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, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, 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 evaluation tools are reliable with the standards established by ASQA and the SRTOs 2015.