{Guide to Assessment Validation concerning VET Organizations across the Australian context A Reliable Guide
Intro to Validating Assessments for RTOsRegistered Training Organisations (RTOs) handle numerous tasks upon registration, including annual declarations, AVETMISS compliance, and promotional compliance. Among these tasks, validating assessments frequently stands out. While we've discussed validation in multiple discussions, let's return to the basics. ASQA defines validation of assessments as a quality review of the assessment process.
Primarily, validation of assessments is focused on identifying which parts of an RTO’s assessment procedures 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 regulations, 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 types of validation. The primary type of validation of assessments checks conformity with the training package assessment requirements within your RTO's scope. The second validation ensures that assessments are conducted according to the principles of assessment and rules of evidence. This implies that we perform validation pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.
Differentiating Assessment Validation Types
- Assessment Tool Validation: Also known as pre-assessment validation or verification, pertains to the primary part of the clause, aimed at 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.
Methods for Conducting Assessment Tool Validation
Optimal Timing for Assessment Tool Validation
The goal of assessment tool validation is to verify that all elements, performance criteria, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you purchase new training materials, you must carry out assessment tool validation before students use them. There's no need to wait for your next scheduled validation. Check new resources right away to verify they are appropriate for students.
Nevertheless, this isn't the only occasion to perform this type of validation. Perform validation of assessment tools also when you:
- Amend your resources
- Include new training products on scope
- Assess your course with training product updates
- Flag 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.
Which Training Products Should You Validate?
Note that this validation ensures conformity of all learning resources before student use. All RTOs must validate resources for each course unit.
Resources Needed to Start Assessment Tool Validation
To validate your assessment tools, you will need the complete set of your learning resources:
- Mapping Tool: The first document to review. It indicates which assessment items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and input fields are sufficient. This is a common issue.
- Assessor Guide: Also ensure if guidelines for evaluators are sufficient and if clear criteria for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Other Related Resources: These may include evaluation checklists, registers, and forms created separately from the workbook and marking guide. Validate these to ensure they match the evaluation task and meet course unit requirements.
Panel for Validation
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 ask all educators and assessors to participate, sometimes including sector experts.
Collectively, your validation panel must have:
- Vocational Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Updated Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.
Assessment Principles
- Fairness: Is the assessment process fair and equitable for all candidates?
- Flexibility: Is the assessment adaptable to different needs and preferences of candidates?
- Accuracy: 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: Is the evidence appropriate to the requirements of the unit of competency?
- Sufficiency: Is the evidence sufficient to cover all the required skills and knowledge?
- Originality: Does the evidence confirm the originality of the candidate's work?
- Relevance: 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 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 performance evidence requirement asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Frequent Errors
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 evaluate underlying knowledge (i.e., knowledge-based evidence), students should be doing the tasks.
Watch Out for the get more info Plurals!
Pay attention to the numbers. In our example, one of the unit requirements of CHCECE032 Nurture babies and toddlers 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 assessment task must meet all requirements, or the student is not competent, and the evaluation tool is not compliant.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not baffle students or trainers.
Double-Barrelled Questions: Avoid Them
Steering clear of double-barrelled questions makes it simpler for students to respond and for assessors to accurately evaluate student competence.
Ensuring Audit Compliance
Considering these requirements, you might wonder, “Do resource developers offer guarantees for audits?” However, with these guarantees, 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 assessment principles and rules of evidence, you can ensure that your assessment methods are compliant with the regulations mandated by ASQA and the SRTOs 2015.