Overview
Training Organisations are responsible for numerous tasks following registration, such as yearly reports, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments often stands out. While we've discussed validation in multiple publications, a review of the basics is necessary. ASQA (Australian Skills Quality Authority) defines validation of assessments as quality assurance of the assessment process.
Primarily, assessment review 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 SRTOs 2015, RTOs must ensure their assessment systems, including RPL, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards require two types of validation. The initial type of assessment review guarantees adherence to the training package assessment requirements within your RTO's scope. The other type verifies that assessments follow the Principles of Assessment and Rules of Evidence. This indicates that validation is carried out pre- and post-assessment. This article will focus on the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, relates to the initial part of the regulation, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The goal of assessment tool validation is to verify that all elements, performance criteria, and evidence of performance and knowledge are included by your assessment tools. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new materials right away to confirm they are appropriate for students.
Nevertheless, this isn't the only occasion to perform this type of validation. Perform validation of assessment tools also when you:
- Upgrade your resources
- Add new qualifications to scope
- Check your course against training product updates
- Spot 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.
Identifying Training Products for Validation
Bear in mind that this validation ensures compliance of all learning resources before use. All RTOs must validate materials for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It indicates which assessment items meet course unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if instructions for trainers are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, evaluation registers, and templates designed separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and address course unit requirements.
Assessment Validation Panel
Clause 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Relevance: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Is the evidence up-to-date with current industry practices?
Specific Considerations for Assessment Validation
Pay attention to the verbs in the unit requirements and ensure they are addressed by the assessment item. 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
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
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 assess underpinning knowledge (i.e., knowledge evidence), students should be carrying out the tasks.
Mind the 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 is not sufficient.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each assessment item must address all criteria, or the student is not awesome site competent, and the assessment tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate 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 guidelines and understanding the assessment principles and evidence rules, you can ensure that your assessment methods are valid with the standards established by ASQA and the SRTOs 2015.