Overview
Training Organisations manage numerous duties after becoming registered, including annual declarations, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation frequently stands out. While we've discussed validation in several discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) defines assessment review as a quality review of the evaluation process.
Essentially, validation of assessments is about identifying 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 SRTOs 2015 regulations, 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 regulations mandate two forms of validation. The initial type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The other type verifies that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is performed pre- and post-assessment. This article will focus on the first type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Often termed pre-assessment validation or verification, is concerned with the initial part of the clause, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Deals with the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When to Validate Assessment Tools
The goal of assessment tool validation is to ensure that all aspects, performance standards, and evidence of performance and knowledge are included by your evaluation tools. Therefore, whenever you acquire new educational resources, you must perform validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new tools right away to confirm they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Perform validation of assessment tools also when you:
- Update your resources
- Include new training products on scope
- Review your course against training product updates
- Identify 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 to Validate
Bear in mind that this validation guarantees adherence of all learning resources before student use. All RTOs must validate training products for each subject unit.
Resources Required for 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 indicates which assessment tasks meet unit requirements, assisting in faster validation.
- Learner 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.
- Assessor Guide/Marking Guide: Also verify if guidelines for evaluators are sufficient and if clear criteria for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, registers, and forms developed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the assessment activity and comply with course unit requirements.
Validation Panel
Standard 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 assessors 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 and Skills in Vocational Education.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles Guiding Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: 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: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food here and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
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 criteria is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must address all criteria, or the student is incompetent, and the assessment method is non-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 instructions do not baffle students or evaluators.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, 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 guidelines and understanding the assessment principles and Rules of Evidence, you can ensure that your assessment methods are valid with the standards established by ASQA and the SRTOs 2015.