Introduction
Registered Training Organisations have many responsibilities post-registration, including yearly reports, AVETMISS compliance, and marketing adherence. Among these tasks, validation of assessments frequently stands out. While validation has been covered in several posts, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) defines assessment validation as a quality review of the evaluation process.
Basically, assessment review is intended 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 SRTOs 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 specify two types of validation. The first type of assessment review checks conformity with the requirements of the training package within your RTO's scope. The subsequent validation ensures that assessments adhere to the principles of assessment and Rules of Evidence. This suggests that validation is carried out pre- and post-assessment. This article will discuss the primary type—validation of assessment tools.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, deals with the initial part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Is related to the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The aim of validating assessment tools is to ensure that all elements, criteria for performance, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you purchase new training materials, you must carry out validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Check new resources as soon as possible to verify they are suitable for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Do assessment tool validation also when you:
- Modify your resources
- Expand with new training products on scope
- Check your course against training product updates
- Recognise 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.
Which Training Products Should You Validate?
Keep in mind that this validation guarantees adherence of all training materials before student use. All RTOs must validate training products for each subject 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 shows which evaluation items meet unit requirements, aiding 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: Also check if directions for assessors are sufficient and if clear criteria for each assessment task are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include lists, evaluation registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they match the assessment task and address unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually ask 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 under validation.
- Current Expertise in Vocational Training.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- 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: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Appropriateness: Is the evidence appropriate to the requirements of 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: 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 action words in the unit requirements and ensure they are addressed by the evaluation task. For example, in Assessment validation tools the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
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 requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be performing the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment task must meet all requirements, or the student is not yet competent, and the assessment tool is not compliant.
Be Specific!
Each evaluation task must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or evaluators.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess 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 safe and compliant approach.
By following these instructions and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.