Introduction
Training Organisations manage multiple responsibilities after becoming registered, which include annual statements, AVETMISS compliance, and marketing adherence. Among these tasks, assessment validation frequently stands out. While we've discussed validation in many discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as a quality review of the assessment procedure.
Primarily, validation of assessments 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The rules require two types of validation. The initial type of assessment review checks conformity with the training package assessment requirements within your organisation's scope. The subsequent validation 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 initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, deals with the initial part of the clause, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Is related to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The goal 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 acquire new learning resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next 5-year cycle validation schedule. Check new tools right away to confirm they are fit for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct validation of assessment tools also when you:
- Modify your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Flag 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 Needing Validation
Note that this validation guarantees adherence of all training materials before use. All RTOs must validate resources for each course unit.
Resources Required for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It shows which assessment items meet course unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for trainers are sufficient and if clear criteria for each assessment task are provided. Clear standards are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, logs, and templates developed separately from the student workbook and evaluation guide. Validate these to ensure they suit the assessment task and comply with course unit requirements.
Validation Panel
Regulation 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Evidence Rules
- Appropriateness: Does the evidence demonstrate that the candidate has get more info the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit requirements 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 diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the numbers. 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 itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all specifications, or the student is not yet competent, and the assessment tool is non-compliant.
Be 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 confuse students or trainers.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait until an audit to address noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the assessment principles and rules of evidence, you can ensure that your evaluation tools are reliable with the requirements set by ASQA and the SRTOs 2015.