{Assessment Validation for the Training Establishments within Australia's training sector -
OverviewRegistered Training Organisations (RTOs) manage multiple obligations following registration, such as yearly declarations, AVETMISS compliance, and marketing adherence. Among these tasks, validating assessments frequently stands out. While we've discussed validation in multiple discussions, let's revisit the fundamental principles. The Australian Skills Quality Authority describes assessment validation as quality assurance of the evaluation process.
Basically, assessment review 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 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 rules specify two forms of validation. The first type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The second validation guarantees 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 concentrate on the initial type—validation of assessment tools.
What are the Two Types of Assessment Validation?
- Assessment Tool Validation: Also known as pre-assessment validation or verification, involves the first part of the clause, ensuring compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the execution, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When to Validate Assessment Tools
The purpose 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 acquire new educational resources, you must conduct assessment tool validation before allowing students to use them. There's no need to wait for your next five-year validation cycle. Review new tools right away to verify they are suitable for student use.
Nevertheless, this isn't the only occasion to perform this type of validation. Do assessment tool validation also when you:
- Revise your resources
- Add new training products on scope
- Examine your course with training product updates
- Detect 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.
What Training Products Need Validation?
Remember that this validation guarantees adherence of all educational resources before student use. All RTOs must validate materials 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 shows which assessment items meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also check if instructions for evaluators are sufficient and if clear benchmarks for each assessment task are provided. Clear benchmarks are crucial for reliable assessment results.
- Supplementary Resources: These may include evaluation checklists, registers, and templates created separately from the student workbook and marking guide. Validate these to ensure they suit the evaluation task and meet subject requirements.
Panel for Validation
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 mandate all trainers and assessors to participate, sometimes including sector experts.
Collectively, your panel must have:
- Vocational Skills and Current Professional Skills relevant to the unit under validation.
- Current Expertise 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
- Impartiality: Is equal opportunity and access provided to everyone in the assessment process?
- Adaptability: Does the assessment offer various How to validate assessment tools Australia options to demonstrate competence based on different needs and preferences?
- Accuracy: Does the assessment evaluate what it is intended to evaluate?
- Consistency: Will different assessors make the same decision on skill competence?
Rules of Evidence
- 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?
- Genuineness: Does the evidence confirm the originality of the candidate's work?
- Currency: Are the assessment tools based on current units of competency and up-to-date industry practices?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit specifications and ensure they are addressed by the assessment task. For example, in the unit CHCECE032 Nurture babies and toddlers, one required performance evidence asks students to:
- Change nappies
- Prepare and feed bottles, clean feeding equipment
- Prepare solid food and feed babies
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Common Pitfalls
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit criteria is meant to evaluate underlying knowledge (i.e., knowledge evidence), 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 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 won’t cut it.
Full Competence or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must cover all specifications, or the student is incompetent, and the assessment tool is non-compliant.
Be Specific!
Each evaluation task must have clear and specific standard answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your instructions do not mislead students or evaluators.
Double-Barrelled Questions: Avoid Them
Avoiding 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 guarantees, you must wait for an audit before they assist with noncompliance. This impacts your compliance record, 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 assessment methods are valid with the standards established by ASQA and the SRTOs 2015.