Overview of Assessment Validation
RTOs have numerous responsibilities upon registration, like yearly declarations, AVETMISS reporting, and advertising compliance. Among these tasks, assessment validation is notably challenging. While we've discussed validation in multiple articles, a review of the basics is necessary. ASQA defines assessment review as quality assurance of the assessment process.
In essence, assessment review is dedicated to 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, 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 require two forms of validation. The primary type of assessment validation checks conformity with the training package assessment requirements within your RTO's scope. The other type guarantees that assessments follow the principles of assessment and rules of evidence. This indicates that we perform validation pre- and post-assessment. This article will focus on the initial type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, relates to the first part of the clause, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
When to Validate Assessment Tools
The aim of validating assessment tools is to verify that all aspects, criteria for performance, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you get new learning resources, you must perform assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Check new materials as soon as possible to ensure they are fit for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Perform assessment tool validation also when you:
- Upgrade 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
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.
Selecting Training Products for Validation
Remember that this validation guarantees adherence of all learning resources before student use. All RTOs must validate materials for each subject unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It indicates which evaluation items meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if directions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and templates created separately from the learner workbook and marking guide. Validate these to ensure they suit the evaluation task and address course unit requirements.
Assessment 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 require all educators and assessors to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- 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 equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will different assessors make the same decision on skill competence?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Currency: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Frequent Errors
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge evidence), students should this site be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 does not fulfill the requirement.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each evaluation task must address all requirements, or the student is not competent, and the assessment method is not compliant.
Be Specific!
Each evaluation task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or trainers.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for evaluators to accurately judge 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 influences your compliance status, so it's better to take a proactive and compliant approach.
By following these recommendations and understanding the assessment principles and rules of evidence, you can ensure that your assessment methods are valid with the requirements set by ASQA and the SRTOs 2015.