Intro to Assessment Validation
Training Organisations manage various responsibilities following registration, which include annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, validation of assessments often stands out. While we've discussed validation in multiple posts, let's revisit the fundamental principles. ASQA identifies assessment review as quality assurance of the evaluation process.
Fundamentally, assessment validation is designed to identify which parts of an RTO’s evaluation 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 2015 Standards for RTOs, 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 rules specify two forms of validation. The primary type of assessment review checks conformity with the requirements of the training package within your organisation's scope. The other type ensures that assessments follow the principles of assessment and Rules of Evidence. This suggests that validation is performed pre- and post-assessment. This article will concentrate on the primary type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the primary part of the regulation, aimed at meeting all unit requirements.
- Post-Assessment Validation: Involves the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The purpose of assessment tool validation is to ensure that all components, performance criteria, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you get new training materials, you must conduct assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new tools as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only reason to do this type of validation. Perform assessment tool validation also when you:
- Update your resources
- Integrate new training products on scope
- Review your course against training product updates
- Identify 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 Requiring Validation
Bear in mind that this validation ensures conformity of all training materials before being used. All RTOs must validate training products for each course unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It indicates which assessment tasks meet unit requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and input fields are sufficient. This is these guys a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for evaluators are sufficient and if clear standards for each assessment task are provided. Clear standards are crucial for reliable assessment results.
- Other Related Resources: These may include checklists, registers, and templates developed separately from the workbook and marking guide. Validate these to ensure they match the assessment activity and meet course unit requirements.
Panel for Validation
Standard 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 ask all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Education.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Impartiality: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: Is the evidence up-to-date with current industry practices?
Key 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 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- 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 theoretical understanding (i.e., knowledge 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 Baby and Toddler Care 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 is not sufficient.
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 item must meet all specifications, or the student is not competent, and the assessment method is non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or trainers.
Avoid Double-Barrelled Questions
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, “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 instructions and understanding the principles of assessment and rules of evidence, you can ensure that your evaluation tools are valid with the requirements set by ASQA and the SRTOs 2015.