{Assessment Validation concerning Education Providers within Australia's training sector -
Overview of Assessment ValidationTraining Organisations have many tasks after becoming registered, such as annual declarations, AVETMISS data submission, and marketing adherence. Among these tasks, assessment validation is particularly challenging. While we've discussed validation in multiple discussions, a review of the basics is necessary. ASQA defines validation of assessments as granular review of the evaluation process.
Fundamentally, assessment validation is concerned with 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, 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 mandate two types of validation. The initial type of assessment review guarantees adherence to the requirements of the training package within your RTO's scope. The subsequent validation ensures that assessments are conducted according to the principles of assessment and Rules of Evidence. This implies that validation is performed pre- and post-assessment. This article will discuss the primary type—assessment tool validation.
Overview of Assessment Validation Types
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, relates to the primary part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is related to the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Process of Conducting Assessment Tool Validation
When to Validate Assessment Tools
The aim of validating assessment tools is to make sure that all components, criteria for performance, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you obtain new educational resources, you must conduct assessment tool validation prior to student use. 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 do this type of validation. Conduct assessment tool validation also when you:
- Improve your resources
- Introduce new training products on scope
- Review your course against 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.
Training Products Needing Validation
Remember that this validation guarantees adherence of all training materials before use. All RTOs must validate resources for each subject unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It shows which evaluation items meet subject requirements, assisting in faster validation.
- Student 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 verify if guidelines for evaluators are sufficient and if clear benchmarks for each evaluation item are provided. Clear criteria are crucial for reliable assessment outcomes.
- Additional Resources: These may include lists, logs, and templates developed separately from the workbook and assessor guide. Validate these to ensure they suit the evaluation task and meet course unit requirements.
Validation Panel
Standard 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including sector experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Up-to-date Industry 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.
Assessment Principles
- Impartiality: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- 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
- Validity: Does the evidence demonstrate that the candidate has the skills, knowledge, and attributes described in the unit of competency and associated assessment requirements?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Timeliness: Does the evidence reflect current skills and knowledge?
Specific Considerations for 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 nappies
- Feed babies with bottles and clean equipment
- Prepare solid food and feed babies
- React suitably to baby signals and cues
- Get babies ready for sleep and settle them
- Observe and promote suitable physical activities and motor 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 requirement is meant to evaluate underlying knowledge RTO assessment tool validation (i.e., knowledge evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers demands 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.
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 evaluation task must meet all criteria, or the student is not yet competent, and the evaluation tool is not compliant.
Can You Be More Specific?
Each assessment item must have clear and specific standard answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or assessors.
Avoid Double-Barrelled Questions
Not using double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” 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 preventative and compliant approach.
By following these guidelines and understanding the principles of assessment and rules of evidence, you can ensure that your evaluation tools are reliable with the requirements set by ASQA and the SRTOs 2015.