{Assessment Validation Guide regarding Vocational Training Bodies in the Australian landscape -
Assessment Validation OverviewRegistered Training Organisations (RTOs) are responsible for various responsibilities after becoming registered, such as yearly declarations, AVETMISS reporting, and marketing adherence. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in several discussions, a review of the basics is necessary. ASQA describes assessment review as a quality review of the evaluation process.
At its core, validation of assessments is concerned with 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, comply with the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards specify two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This implies that we perform validation pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.
Exploring the Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, involves the first part of the rule, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Relates to the conduct, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to verify that all components, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you acquire new learning resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next five-year validation cycle. Review new resources right away to confirm they are suitable for student use.
Nevertheless, this isn't the only occasion to conduct this type of validation. Perform validation of assessment tools also when you:
- Update your resources
- Include new training products on scope
- Check your course against training product updates
- Recognise 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
Note that this validation ensures compliance of all training materials before student use. 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 learning resources:
- Mapping Tool: The first document to review. It shows which evaluation items meet unit requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for assessors are sufficient and if clear criteria for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Supplementary Resources: These may include lists, registers, and forms developed separately from the student workbook and assessor guide. Validate these to ensure they match the evaluation task and comply with course unit requirements.
Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Impartiality: 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?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will the assessment produce consistent results every time?
Guidelines for Evidence
- 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?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Timeliness: Does the evidence reflect current skills and knowledge?
Specific 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 Baby and Toddler Care, one required performance evidence asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare and settle babies for sleep
- Monitor and encourage age-appropriate How to validate assessment tools Australia physical exploration and gross motor skills
Frequent Errors
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet 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.
Mind the Plurals!
Pay attention to the frequency. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 does not fulfill the requirement.
All or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each evaluation task must cover all specifications, or the student is not competent, and the assessment tool is not compliant.
Provide Specific Details
Each assessment item must have clear and specific benchmark answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or trainers.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it more straightforward for students to respond and for evaluators to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these guarantees, you must wait until an audit to address noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these recommendations and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.