Overview of Assessment Validation
Registered Training Organisations (RTOs) manage many responsibilities upon registration, such as yearly reports, AVETMISS data submission, and marketing compliance. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in several publications, a review of the basics is necessary. ASQA defines validation of assessments as quality assurance of the assessment procedure.
Primarily, assessment validation is concerned with 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 SRTOs 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 regulations require two types of validation. The initial type of validation of assessments ensures compliance 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 we perform validation both before and after the assessment. This article will focus on the first type—assessment tool validation.
Two Types of Assessment Validation
- Assessment Tool Validation: Often termed pre-assessment validation or verification, is related to the initial part of the rule, aimed at meeting all unit requirements.
- Post-Assessment Validation: Deals with the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The purpose of assessment tool validation is to ensure that all components, performance standards, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you purchase new educational resources, you must perform validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Review new materials immediately to verify they are appropriate for students.
Nevertheless, this isn't the only reason to do this type of validation. Perform assessment tool validation also when you:
- Modify your resources
- Include new training products on scope
- Evaluate your course with training product updates
- Identify potential risks in your learning resources 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.
What Training Products Need Validation?
Bear in mind that this validation ensures compliance 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 assessment tools, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It indicates which evaluation items meet course unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for evaluators are sufficient and if clear standards for each assessment task are provided. Clear standards are crucial for reliable evaluation results.
- Additional Resources: These may include lists, logs, and forms created separately from the student workbook and marking guide. Validate these to ensure they fit the evaluation task and address 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 require all trainers and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Equity: Is the assessment process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will the assessment produce consistent results every time?
Guidelines for Evidence
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- 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 tasks in the unit specifications and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one required performance evidence asks students to:
- Perform diaper changes
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Get babies here ready for sleep and settle them
- 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 specification is meant to evaluate underlying knowledge (i.e., evidence of knowledge), students should be carrying out 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 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 enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s out of compliance. Each assessment item must cover all criteria, or the student is incompetent, and the evaluation tool is not compliant.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or assessors.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it easier for students to respond and for trainers to accurately judge student competence.
Audit Guarantees
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these assurances, 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 instructions and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.