Overview of Assessment Validation
Registered Training Organisations handle many tasks upon registration, which include yearly declarations, AVETMISS reporting, and marketing adherence. Among these tasks, validation of assessments is particularly challenging. While validation has been covered in multiple articles, a review of the basics is necessary. The Australian Skills Quality Authority defines assessment review as granular review of the evaluation process.
At its core, assessment review 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 SRTOs 2015 regulations, 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 regulations mandate two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The other type ensures that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that we perform validation in both pre- and post-assessment stages. This article will concentrate on the primary type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, is related to the first part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Involves the execution, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Validate Assessment Tools
The aim of assessment tool validation is to verify that all elements, criteria for performance, and performance and knowledge evidence are addressed by your assessment tools. Therefore, whenever you purchase new training materials, you must conduct validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new materials right away to confirm they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Perform assessment tool validation also when you:
- Revise your resources
- Introduce new training products on scope
- Audit your course with 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 course unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Tool: The first document to review. It identifies which evaluation items meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also ensure if instructions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Additional Resources: These may include evaluation checklists, evaluation read more registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they fit the evaluation task and meet unit requirements.
Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Adaptability: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?
Rules of Evidence
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Relevance: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance criteria asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- 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 criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the frequency. 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 won’t cut it.
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 task must meet all criteria, or the student is incompetent, and the assessment method is out of compliance.
Be Specific!
Each assessment item must have clear and specific benchmark answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not confuse 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.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these recommendations and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.