Introduction
Training Organisations are responsible for many duties after becoming registered, including annual declarations, AVETMISS data submission, and marketing adherence. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in several discussions, let's return to the basics. ASQA describes assessment review as granular review of the assessment process.
Basically, assessment review is concerned with 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 rules specify two forms of validation. The initial type of assessment validation guarantees adherence to the requirements of the training package within your RTO's scope. The second validation verifies that assessments follow the principles of assessment and rules of evidence. This indicates that we perform validation both before and after the assessment. This article will concentrate on the first type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, concerns the first part of the rule, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Timing for Assessment Tool Validation
The purpose of assessment tool validation is to verify that all elements, performance standards, and performance and knowledge evidence are included by your assessment tools. Therefore, whenever you obtain new educational resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Validate new materials as soon as possible to confirm they are suitable for student use.
Nevertheless, this isn't the only reason to conduct this type of validation. Conduct assessment tool validation also when you:
- Upgrade your resources
- Include new training products on scope
- Compare your course with 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.
Which Training Products Should You Validate?
Remember that this validation ensures compliance of all training materials before being used. All RTOs must validate training products for each subject unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It shows which assessment items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Additional Resources: These may include lists, logs, and templates developed separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address unit requirements.
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 ask all trainers and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Workplace Competencies and Current Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV 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?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will the assessment produce consistent results every time?
Rules of Evidence
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Genuineness: 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 requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence 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
- get more info Supervise and support age-appropriate physical activities and motor development
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 assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Watch Out for the Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 Baby and Toddler Care 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 won’t cut it.
Full Competence or Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must cover all specifications, or the student is incompetent, and the assessment tool is non-compliant.
Be Specific!
Each evaluation task must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Steer Clear of Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately judge 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 instructions and understanding the principles of assessment and rules of evidence, you can ensure that your assessment methods are valid with the regulations mandated by ASQA and the SRTOs 2015.