{Guide to Assessment Validation pertaining to Learning Institutions across Australia's training sector A Reliable Guide
Overview of Assessment ValidationRTOs have various responsibilities after becoming registered, like annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, validation of assessments often stands out. While validation has been reviewed in several posts, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) describes assessment validation as granular review of the evaluation process.
Principally, validation of assessments is designed to identify which parts of an RTO's assessment 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 2015 Standards for RTOs, 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 specify two forms of validation. The initial type of assessment review guarantees adherence to the training package assessment requirements within your RTO's scope. The other type guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will discuss the primary type—assessment tool validation.
Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, concerns the first part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Deals with the implementation, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to ensure that all aspects, criteria for performance, and evidence of performance and knowledge are covered by your assessment methods. Therefore, whenever you obtain new training materials, you must perform validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Check new materials as soon as possible to ensure they are appropriate for students.
Nevertheless, this isn't the only time to do this type of validation. Conduct assessment tool validation also when you:
- Modify your resources
- Introduce 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 conformity of all training materials before student use. All RTOs must validate training products for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It shows which evaluation items meet subject requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This here is a common issue.
- Assessor Guide: Also check if instructions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, evaluation registers, and templates designed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the assessment activity and address subject requirements.
Panel for Validation
Regulation 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 ask all trainers and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Professional Skills relevant to the validated unit.
- Updated 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 Guiding Assessment
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Appropriateness: 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: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Nurture babies and toddlers, one performance criteria asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to evaluate underlying knowledge (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 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 does not fulfill the requirement.
All or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each evaluation task must cover all criteria, or the student is not competent, and the evaluation tool is not compliant.
Be Specific!
Each evaluation task 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 baffle students or trainers.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately evaluate 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 help rectify noncompliance. This affects your compliance history, 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.