{Assessment Validation Guide regarding Education Providers within the context of Australia An Extensive Guide
OverviewTraining Organisations handle various tasks following registration, like yearly reports, AVETMISS compliance, and advertising compliance. Among these tasks, validation of assessments is notably challenging. While validation has been reviewed in multiple discussions, let's revisit the fundamental principles. ASQA (Australian Skills Quality Authority) identifies validation of assessments as a quality review of the evaluation process.
Basically, assessment review is focused on 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 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 require two forms of validation. The first type of assessment validation checks conformity with the requirements of the training package within your RTO's scope. The other type ensures that assessments follow the principles of assessment and Rules of Evidence. This implies that we perform validation in both pre- and post-assessment stages. This article will focus on the primary type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, is concerned with the primary part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the conduct, verifying that RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Methods for Conducting Assessment Tool Validation
When to Validate Assessment Tools
The aim of validating assessment tools is to make sure that all components, performance standards, and performance and knowledge evidence are covered by your assessment tools. Therefore, whenever you acquire new training materials, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next 5-year cycle validation schedule. Validate new resources immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to conduct this type of validation. Perform assessment tool validation also when you:
- Modify your resources
- Integrate new training products on scope
- Check your course against training product updates
- Spot 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?
Bear in mind that this validation ensures compliance of all learning resources before use. All RTOs must validate resources for each unit.
Resources Needed to Start Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It indicates which assessment tasks meet subject requirements, helping with faster validation.
- Learner/Student Workbook: Ensure it is suitable as an evaluation tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Marking Guide: Also check if directions for trainers are sufficient and if clear benchmarks for each assessment item are provided. Clear benchmarks are crucial for reliable assessment outcomes.
- Other Related Resources: These may include lists, registers, and forms developed separately from the workbook and evaluation guide. Validate these to ensure they match the assessment task and address course unit requirements.
Assessment Validation Panel
Regulation 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually mandate all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your assessment validation panel must have:
- Vocational Competencies and Current Industry Skills relevant to the unit being validated.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Training and Assessment Certificate IV or its successor.
Assessment Principles
- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Versatility: 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: Are the assessment results consistent regardless of who conducts the training?
Evidence Rules
- Relevance: Is the evidence appropriate to the requirements of the unit of competency?
- Completeness: 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 the candidate’s own?
- Timeliness: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the verbs in the unit specifications and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:
- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- React suitably to baby signals and cues
- Prepare and settle babies for sleep
- Supervise and support age-appropriate physical activities and motor development
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 specification is meant to assess theoretical understanding (i.e., knowledge evidence), students should be carrying out the tasks.
Mind the Plurals!
Pay attention to the frequency. 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 more info Not Competent
Pay attention to enumerated tasks. As mentioned earlier, if students perform only half the tasks listed, it’s out of compliance. Each assessment item must address all requirements, or the student is not yet competent, and the evaluation tool is not 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 directions do not baffle students or evaluators.
Double-Barrelled Questions: Avoid Them
Avoiding double-barrelled questions makes it more straightforward 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 until an audit to address noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these instructions 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.