Introduction
Training Organisations are responsible for many tasks after becoming registered, which include yearly reports, AVETMISS data submission, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been reviewed in multiple publications, let's return to the basics. ASQA describes assessment review as quality assurance of the assessment process.
Basically, assessment review is aimed at identifying 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 Standards for RTOs 2015, 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 standards require two forms of validation. The initial type of validation of assessments ensures compliance with the training package assessment requirements within your organisation's scope. The other type verifies that assessments adhere to the Principles of Assessment and Rules of Evidence. This indicates that validation is performed pre- and post-assessment. This article will discuss the first type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, pertains to the first part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Relates to the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to verify that all components, criteria for performance, and evidence of performance and knowledge are addressed by your assessment tools. Therefore, whenever you acquire new training materials, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Review new tools as soon as possible to verify they are suitable for student use.
Nevertheless, this isn't the only time to do this type of validation. Conduct validation of assessment tools also when you:
- Upgrade your resources
- Include new training products on scope
- Check your course against training product updates
- Flag 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?
Bear in mind that this validation ensures compliance of all training materials 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 Tool: The first document to review. It identifies which assessment tasks meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear standards are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include checklists, evaluation registers, and templates created separately from the learner workbook and evaluation guide. Validate these to ensure they match the assessment task and meet subject requirements.
Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all trainers and assessors to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Current check here 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 the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will the assessment produce consistent results every time?
Rules of Evidence
- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is the evidence sufficient to cover all the required skills and knowledge?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Specific Considerations for Assessment Validation
Pay attention to the action words in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
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 evaluate underlying knowledge (i.e., knowledge evidence), students should be doing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 won’t cut it.
Full Competence or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all criteria, or the student is not competent, and the evaluation tool is not compliant.
Provide Specific Details
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 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 assessors 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 preventative and compliant approach.
By following these guidelines and understanding the principles of assessment and rules of evidence, you can ensure that your assessment methods are valid with the standards established by ASQA and the SRTOs 2015.