{Process of Assessment Validation pertaining to Training Providers within the context of Australia -
OverviewRegistered Training Organisations have multiple responsibilities upon registration, such as yearly declarations, AVETMISS data submission, and promotional compliance. Among these tasks, validating assessments is particularly challenging. While we've discussed validation in several publications, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment validation as a quality review of the assessment procedure.
Essentially, assessment validation is intended to identify 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, meet 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 assessment review ensures compliance with the requirements of the training package within your RTO's scope. The subsequent validation guarantees that assessments adhere to the principles of assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will focus on the primary type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also called pre-assessment validation or verification, pertains to the initial part of the regulation, ensuring meeting all unit requirements.
- Post-Assessment Validation: Is related to the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose of assessment tool validation is to ensure that all elements, performance criteria, and performance and knowledge evidence are covered by your assessment methods. Therefore, whenever you obtain new learning resources, you must conduct validation of assessment tools before students use them. There's no need to wait for your next scheduled validation. Review new resources right away to verify 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:
- Amend your resources
- Integrate new training products on scope
- Assess your course with 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.
Training Products Requiring Validation
Keep in mind that this validation ensures conformity of all training materials before student use. All RTOs must validate training products for each course unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your learning resources:
- Mapping Resource: The first document to review. It indicates which assessment tasks meet course unit requirements, assisting in faster validation.
- Learner Workbook: Ensure it is suitable as an evaluation tool during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if directions for trainers are sufficient and if clear standards for each evaluation item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, registers, and templates created separately from the workbook and marking guide. Validate these to ensure they suit the evaluation task and address unit requirements.
Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states validation can be performed by one or more people. However, RTOs usually require all educators and assessors to participate, sometimes including field experts.
Collectively, your panel must have:
- Vocational Competencies and Current Professional Skills relevant to the unit being validated.
- Current Expertise in Vocational Education.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Equity: Does the assessment process offer equal opportunity and access to everyone?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Dependability: Will the assessment produce consistent results every time?
Evidence Rules
- Appropriateness: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Completeness: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- 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?
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 Caring for Babies and Toddlers, one performance criteria asks students to:
- Perform diaper changes
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get this site babies ready for sleep and settle them
- Supervise and support age-appropriate physical activities and motor development
Common Pitfalls
Asking students to describe the nappy-changing process for babies under 12 months old does not 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 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 itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s non-compliant. Each assessment task must cover all criteria, or the student is not yet competent, and the assessment tool is out of compliance.
Be Specific!
Each assessment item must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or evaluators.
Steer Clear of Double-Barrelled Questions
Avoiding double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these promises, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the requirements set by ASQA and the SRTOs 2015.