{Guide to Assessment Validation for Vocational Centres within the Australian context A Thorough Guide
Assessment Validation OverviewRTOs manage multiple obligations post-registration, such as annual statements, AVETMISS reporting, and marketing adherence. Among these tasks, validation of assessments frequently stands out. While we've discussed validation in several publications, let's revisit the fundamental principles. The Australian Skills Quality Authority identifies assessment review as a quality review of the evaluation process.
Primarily, validation of assessments is concerned with identifying 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 2015 Standards for RTOs, 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 forms of validation. The initial type of assessment review checks conformity with the requirements of the training package within your RTO's scope. The other type verifies that assessments follow the Principles of Assessment and Rules of Evidence. This suggests that we perform validation pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.
Understanding Assessment Validation Types
- Assessment Tool Validation: Referred to as pre-assessment validation or verification, involves the initial part of the rule, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Concerns the execution, ensuring Registered Training Organisations conduct assessments in line with the Principles of Assessment and Rules of Evidence.
Conducting Assessment Tool Validation
When Should Assessment Tool Validation Be Conducted?
The aim of assessment tool validation is to verify that all elements, performance standards, and evidence of performance and knowledge are addressed by your evaluation tools. Therefore, whenever you obtain new learning resources, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Check new tools right away to ensure they are fit for student use.
Nevertheless, this isn't the only time to do this type of validation. Do assessment tool validation also when you:
- Amend your resources
- Introduce new training products on scope
- Assess your course with training product updates
- Identify 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.
Selecting Training Products for Validation
Note that this validation ensures compliance of all training materials before student use. All RTOs must validate materials for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your training materials:
- Mapping Document: The first document to review. It indicates which assessment items meet unit requirements, assisting in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for trainers are sufficient and if clear criteria for each evaluation item are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include lists, evaluation registers, and forms developed separately from the learner workbook and evaluation guide. Validate these to ensure they suit the evaluation 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 require all educators and assessors to participate, sometimes including field experts.
Collectively, your assessment validation panel must have:
- Vocational Skills and Current Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Principles of Assessment
- Equity: 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?
- Validity: 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
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is here the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one performance evidence requirement asks students to:
- Perform diaper changes
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond appropriately to baby signs and cues
- Prepare babies for sleep and help them settle
- Supervise and support age-appropriate physical activities and motor development
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit specification is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.
Be Careful with Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 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 is not sufficient.
All or Nothing Competence
Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each assessment item must cover all requirements, or the student is not competent, and the assessment tool is not compliant.
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 simpler for students to respond and for trainers to accurately assess student competence.
Audit Guarantees
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 impacts your compliance record, so it's better to take a proactive and compliant approach.
By following these instructions and understanding the Principles of Assessment and rules of evidence, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.