{Assessment Validation for the Training Providers across Australia's training sector -
Overview of Assessment ValidationRegistered Training Organisations have multiple duties upon registration, like yearly reports, AVETMISS data submission, and promotional compliance. Among these tasks, assessment validation frequently stands out. While we've discussed validation in several publications, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies assessment validation as quality assurance of the evaluation process.
Primarily, assessment validation is dedicated to 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 SRTOs 2015 regulations, 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 regulations mandate two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation verifies that assessments follow the principles of assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will concentrate on the first type—assessment tool validation.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Often termed pre-assessment validation or verification, relates to the primary part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Deals with the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The aim of assessment tool validation is to make sure that all aspects, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you purchase new training materials, you must carry out 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 confirm they are suitable for student use.
Nevertheless, this isn't the only time to do this type of validation. Do assessment tool validation also when you:
- Amend your resources
- Add new qualifications to 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.
Training Products to Validate
Remember that this validation ensures compliance of all educational resources before being used. All RTOs must validate training products for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Resource: The first document to review. It indicates which assessment items meet subject requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if instructions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for evaluators are sufficient and if clear standards for each assessment task are provided. Clear criteria are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include evaluation checklists, evaluation registers, and evaluation templates developed separately from the workbook and evaluation guide. Validate these to ensure they match the assessment activity and comply with subject requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Current Expertise in Vocational Education.
- Either of the following certifications for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Will different assessors here make the same decision on skill competence?
Guidelines for Evidence
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the tasks in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
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 theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care demands 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 Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each evaluation task must address all specifications, or the student is incompetent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each assessment 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 directions do not mislead students or trainers.
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 promises, you must wait for an audit before they help rectify noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these instructions and understanding the principles of assessment and rules of evidence, you can ensure that your assessment tools are valid with the regulations mandated by ASQA and the SRTOs 2015.