Introduction
Registered Training Organisations handle many duties post-registration, which include annual declarations, AVETMISS reporting, and advertising compliance. Among these tasks, assessment validation is particularly challenging. While validation has been reviewed in several discussions, let's return to the basics. ASQA identifies validation of assessments as a quality review of the assessment process.
In essence, assessment validation is aimed at identifying 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 rules specify two forms of validation. The first type of assessment validation guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that we perform validation in both pre- and post-assessment stages. This article will focus on the initial type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, relates to the primary part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the conduct, ensuring RTOs conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The purpose of validating assessment tools is to make sure that all components, performance standards, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you purchase new learning resources, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Validate new tools as soon as possible to verify they are appropriate for students.
Nevertheless, this isn't the only reason to conduct this type of validation. Perform assessment tool validation also when you:
- Revise your resources
- Expand with new training products on scope
- Assess your course with training product updates
- Identify 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.
What Training Products Need Validation?
Keep in mind that this validation guarantees adherence of all training materials before being used. All RTOs must validate training products 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 Resource: The first document to review. It indicates which evaluation items meet subject requirements, aiding 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 is a common issue.
- Assessor Guide: Also check if directions for trainers are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, registers, and evaluation templates developed separately from the student workbook and assessor guide. Validate these to ensure they fit the evaluation task and address subject requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for members of the validation panel. It states assessment 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 panel must have:
- Vocational Competencies and Current Professional Skills relevant to the validated unit.
- Current Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles Guiding Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Dependability: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the tasks 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 criteria asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding 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
Common Pitfalls
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge-based evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 calls for the students to complete the tasks at least once on this site two different babies under 12 months of age. Having students complete the tasks listed twice on just one baby is not sufficient.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students do not complete all the tasks listed, it’s out of compliance. Each evaluation task must address all requirements, or the student is incompetent, and the assessment method is not compliant.
Be Specific!
Each assessment item must have clear and specific benchmark answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or evaluators.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your assessment tools are compliant with the regulations mandated by ASQA and the SRTOs 2015.