Introduction
Training Organisations manage various tasks upon registration, such as yearly reports, AVETMISS reporting, and marketing adherence. Among these tasks, validating assessments is notably challenging. While validation has been reviewed in multiple discussions, let's return to the basics. The Australian Skills Quality Authority identifies assessment review as a quality review of the evaluation process.
Basically, assessment review is dedicated to identifying which parts of an RTO’s assessment methods 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, 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 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 are conducted according to the Principles of Assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will discuss the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also called pre-assessment validation or verification, involves the first part of the clause, focusing on meeting all unit requirements.
- Post-Assessment Validation: Relates to the implementation, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
Best Time for Conducting Assessment
The purpose of assessment tool validation is to verify that all components, performance standards, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must conduct assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Check new resources right away to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Do validation of assessment tools also when you:
- Revise your resources
- Include new training products on scope
- Review your course against 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.
Identifying Training Products for Validation
Keep in mind 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 assessment tools, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It indicates which assessment items meet unit requirements, aiding in faster validation.
- Learner Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear standards are crucial for reliable assessment outcomes.
- Additional Resources: These may include checklists, logs, and evaluation templates developed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the evaluation task and meet subject requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and assessors to participate, sometimes including industry experts.
Collectively, your validation panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Training.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Reliability: Will different assessors make the same decision on skill competence?
Rules of Evidence
- Validity: 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?
- Authenticity: 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 action words in the unit requirements and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Change diapers
- Prepare and feed bottles, clean feeding equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor find it here skills for babies
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 criteria is meant to assess theoretical understanding (i.e., knowledge evidence), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the frequency. 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 does not fulfill the requirement.
Full Competence or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each assessment task must cover all criteria, or the student is not yet competent, and the evaluation tool is out of compliance.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not confuse students or assessors.
Steer Clear of Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” 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 safe and compliant approach.
By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.