Overview
Registered Training Organisations are responsible for numerous tasks after becoming registered, which include annual declarations, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments often stands out. While we've discussed validation in several publications, let's return to the basics. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the assessment procedure.
Primarily, assessment validation is focused on identifying which parts of an RTO’s assessment procedures 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 2015 Standards for RTOs, 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 mandate two forms of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation ensures that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that validation is performed pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the first part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The purpose of assessment tool validation is to ensure that all aspects, criteria for performance, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next 5-year cycle validation schedule. Check new materials immediately to ensure they are fit for student use.
Nevertheless, this isn't the only time to perform this type of validation. Conduct assessment tool validation also when you:
- Update your resources
- Add new training products on scope
- Examine your course with 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.
Identifying Training Products for Validation
Note that this validation ensures compliance of all training materials before use. All RTOs must validate training products for each subject unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It identifies which assessment tasks meet subject requirements, assisting in faster validation.
- Student 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.
- Marking Guide: Also verify if directions for assessors are sufficient and if clear standards for each assessment item are provided. Clear standards are crucial for reliable assessment results.
- Additional Resources: These may include evaluation checklists, registers, and forms designed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment activity and comply with unit requirements.
Panel for Validation
Standard 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 field experts.
Collectively, your assessment validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Equity: Is equal opportunity and access provided to everyone more info in the assessment process?
- 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?
Rules of Evidence
- Validity: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: 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?
- Timeliness: Is the evidence up-to-date with current industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement 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 babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
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 specification is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. 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.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment task must address all criteria, or the student is not competent, and the assessment method is out of compliance.
Can You Be More 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 mislead students or evaluators.
Steer Clear of Double-Barrelled Questions
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 resource developers provide 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 safe and compliant approach.
By following these instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your evaluation tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.