{Assessment Validation Guide pertaining to Educational Institutions in the Australian landscape —
Intro to Validating Assessments for RTOsRTOs handle many responsibilities after becoming registered, such as annual statements, AVETMISS data submission, and marketing adherence. Among these tasks, validation of assessments often stands out. While we've discussed validation in multiple posts, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies validation of assessments as quality assurance of the evaluation process.
Principally, assessment validation is intended to identify which parts of an RTO’s evaluation 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 Standards for RTOs 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 standards mandate two types of validation. The initial type of validation of assessments guarantees adherence to the training package assessment requirements within your organisation's scope. The other type guarantees that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that validation is carried out in both pre- and post-assessment stages. This article will concentrate on the primary type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Often termed pre-assessment validation or verification, concerns the primary part of the rule, ensuring ensuring all unit requirements are met.
- Post-Assessment Validation: Pertains to the implementation, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
Scheduling Assessment Tool Validation
The goal of assessment tool validation is to ensure that all components, performance criteria, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you purchase new training materials, you must conduct assessment tool validation before students use them. There's no need to wait for your next five-year validation cycle. Review new resources as soon as possible to ensure they are suitable for student use.
Nevertheless, this isn't the only reason to do this type of validation. Do assessment tool validation also when you:
- Amend your resources
- Integrate new training products on scope
- Compare your course with training product updates
- Note your learning resources as a risk during your risk assessment
ASQA uses a risk-based approach for regulating RTOs and requires regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.
Training Products to Validate
Remember that this validation ensures conformity 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 identifies which evaluation items meet subject requirements, helping with 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 check if directions for evaluators are sufficient and if clear standards for each assessment task are provided. Clear criteria are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, logs, and forms created separately from the learner workbook and assessor guide. Validate these to ensure they suit the assessment task and comply with 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 require all trainers and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Up-to-date Industry Skills relevant to the unit being validated.
- Current Knowledge and Skills in Vocational Training.
- Either of the following certifications for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles Guiding Assessment
- Fairness: Is the assessment process fair and equitable for all candidates?
- Flexibility: 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?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Appropriateness: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Does the evidence adequately demonstrate the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Currency: Does the evidence reflect current skills and knowledge?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- Respond to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
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 requirement is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing 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 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 click here twice on just one baby is not sufficient.
All or Nothing Competence
Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s not compliant. Each evaluation task must cover all requirements, or the student is not yet competent, and the assessment tool is non-compliant.
Can You Be More Specific?
Each assessment item must have clear and specific reference answers to guide the assessor’s evaluation on the student’s competence. Therefore, it’s crucial that your directions do not confuse students or trainers.
Avoid Double-Barrelled Questions
Avoiding double-barrelled questions makes it simpler for students to respond and for trainers to accurately judge student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these assurances, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.