{Assessment Validation Process pertaining to Training Establishments in the context of Australia :
Intro to RTO Assessment ValidationRTOs manage many tasks following registration, including yearly reports, AVETMISS reporting, and marketing compliance. Among these tasks, validation of assessments is particularly challenging. While we've discussed validation in several discussions, a review of the basics is necessary. ASQA identifies validation of assessments as quality assurance of the assessment process.
Primarily, validation of assessments is aimed at 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 mandate two forms of validation. The first type of validation of assessments guarantees adherence to the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments are conducted according to the principles of assessment and rules of evidence. This implies that validation is carried out both before and after the assessment. This article will focus on the initial type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Often termed pre-assessment validation or verification, deals with the primary part of the regulation, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Pertains to the execution, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Steps to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The purpose of validating assessment tools is to make sure that all components, performance criteria, and evidence of performance and knowledge are included by your assessment methods. Therefore, whenever you purchase new learning resources, you must perform validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are fit for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Perform assessment tool validation also when you:
- Upgrade your resources
- Incorporate 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.
Which Training Products Should You Validate?
Note that this validation ensures compliance of all educational resources before being used. All RTOs must validate resources for each course unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Resource: The first document to review. It indicates which assessment items meet course unit requirements, helping with faster validation.
- Learner Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and check here answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if instructions for evaluators are sufficient and if clear criteria for each evaluation item are provided. Clear criteria are crucial for reliable evaluation results.
- Other Related Resources: These may include lists, evaluation registers, and evaluation templates created separately from the student workbook and marking guide. Validate these to ensure they suit the assessment task and meet subject requirements.
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 ask all educators and assessors to participate, sometimes including field experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Training and Assessment Certificate IV or its successor.
Principles of Assessment
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?
Guidelines for Evidence
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- 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?
- Timeliness: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit criteria 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
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Prepare babies for sleep and help them settle
- Observe and promote suitable physical activities and motor skills for babies
Frequent Errors
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), students should be performing the tasks.
Mind the Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 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 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 criteria, or the student is incompetent, and the assessment tool is non-compliant.
Can You Be More 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 evaluators.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it easier for students to respond and for trainers to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait until an audit to address 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 regulations mandated by ASQA and the SRTOs 2015.