Introduction
Training Organisations manage multiple duties following registration, like yearly declarations, AVETMISS compliance, and promotional compliance. Among these tasks, assessment validation frequently stands out. While validation has been reviewed in several posts, let's return to the basics. ASQA (Australian Skills Quality Authority) describes assessment validation as quality assurance of the assessment process.
At its core, assessment review is about 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 Standards for RTOs 2015, 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 require two types of validation. The initial type of assessment validation ensures compliance with the training package assessment requirements within your RTO's scope. The second validation guarantees that assessments adhere to the principles of assessment and rules of evidence. This suggests that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the initial type—validation of assessment tools.
Types of Assessment Validation
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, is related to the primary part of the rule, focusing on meeting all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The aim of validating assessment tools is to verify that all aspects, performance standards, and evidence of performance and knowledge are addressed by your assessment methods. Therefore, whenever you purchase new training materials, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new materials immediately to ensure they are suitable for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Do assessment tool validation also when you:
- Upgrade your resources
- Add new qualifications to scope
- Review your course against training product updates
- Detect 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
Remember that this validation ensures compliance of all educational resources before use. All RTOs must validate training products for each unit.
Resources Required for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your educational resources:
- Mapping Tool: The first document to review. It shows 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 input fields are sufficient. This is check here a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear standards for each evaluation item are provided. Clear standards are crucial for reliable evaluation results.
- Additional Resources: These may include lists, registers, and evaluation templates designed separately from the learner workbook and marking guide. Validate these to ensure they match the evaluation task and address unit requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for validation panel members. It states assessment validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Versatility: Is the assessment adaptable to different needs and preferences of candidates?
- Validity: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?
Evidence Rules
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Change diapers
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
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 specification is meant to assess theoretical understanding (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 Nurture babies and toddlers 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 is not sufficient.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must meet all criteria, or the student is not competent, and the assessment tool is out of compliance.
Provide Specific Details
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 instructions do not baffle students or assessors.
Double-Barrelled Questions: Avoid Them
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, “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 recommendations and understanding the principles of assessment and rules of evidence, you can ensure that your evaluation tools are valid with the requirements set by ASQA and the SRTOs 2015.