{Assessment Validation Tools for Registered Training Organizations throughout Australia's training sector -
Assessment Validation OverviewRTOs have multiple tasks post-registration, such as yearly declarations, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in several articles, let's return to the basics. ASQA defines assessment validation as granular review of the assessment process.
Basically, assessment validation is concerned with identifying 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 SRTOs 2015 regulations, 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 rules require two forms of validation. The primary type of validation of assessments ensures compliance with the training package assessment requirements within your RTO's scope. The other type ensures that assessments adhere to the principles of assessment and Rules of Evidence. This indicates that we perform validation both before and after the assessment. This article will focus on the primary type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the first part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Deals with the implementation, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Validation of Assessment Tools
Timing for Assessment Tool Validation
The aim of assessment tool validation is to ensure that all components, performance standards, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you acquire new educational resources, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Check new tools right away to verify they are appropriate for students.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct validation of assessment tools also when you:
- Revise your resources
- Add 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 Requiring Validation
Keep in mind that this validation ensures conformity of all learning resources before being used. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It identifies which evaluation items meet subject requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if directions for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include checklists, logs, and evaluation templates created separately from the student workbook and evaluation guide. Validate these to ensure they suit the assessment task and address course unit requirements.
Panel for Validation
Clause 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Skills and Current Professional Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: 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?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Evidence Rules
- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
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 get more info assess underpinning knowledge (i.e., evidence of knowledge), students should be carrying out the tasks.
Mind 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 is not sufficient.
All or Nothing Competence
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 meet all requirements, or the student is not yet competent, and the evaluation tool is not compliant.
Provide Specific Details
Each evaluation task must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these recommendations and understanding the principles of assessment and Rules of Evidence, you can ensure that your assessment methods are valid with the standards established by ASQA and the SRTOs 2015.