{Process of Assessment Validation for the Educational Institutions throughout the Australian landscape —
Assessment Validation OverviewRegistered Training Organisations (RTOs) are responsible for multiple responsibilities upon registration, like yearly declarations, AVETMISS compliance, and promotional compliance. Among these tasks, assessment validation frequently stands out. While validation has been covered in multiple posts, a review of the basics is necessary. The Australian Skills Quality Authority identifies validation of assessments as a quality review of the assessment process.
Primarily, assessment review 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 SRTOs 2015 regulations, RTOs must ensure their assessment systems, including RPL, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The standards mandate two forms of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your organisation's scope. The subsequent validation ensures that assessments are conducted according to the Principles of Assessment and rules of evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
The Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, involves the first part of the clause, focusing on compliance with all unit requirements.
- Post-Assessment Validation: Is concerned with the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.
How to Conduct Assessment Tool Validation
Timing for Assessment Tool Validation
The purpose of assessment tool validation is to verify that all components, criteria for performance, and performance and knowledge evidence are included by your evaluation tools. Therefore, whenever you get new educational resources, you must conduct validation of assessment tools prior to student use. There's no need to wait for your next 5-year cycle validation schedule. Review new resources right away to verify they are fit for student use.
Nevertheless, this isn't the only reason to perform this type of validation. Do assessment tool validation also when you:
- Enhance your resources
- Add new qualifications to scope
- Compare your course with training product updates
- Detect your learning resources as a risk during your risk assessment
The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.
What Training Products Require Validation
Remember that this validation guarantees adherence of all educational resources before student use. All RTOs must validate training products for each course unit.
Resources Required 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 evaluation items meet subject requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if directions are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also ensure if guidelines for trainers are sufficient and if clear criteria for each assessment task are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include evaluation checklists, logs, and evaluation templates created separately from the learner workbook and marking guide. Validate these to ensure they suit the assessment activity and address subject requirements.
Panel for Validation
Regulation 1.11 specifies the requirements for panel members. It states validation can be performed by one or more people. However, RTOs usually require all trainers and evaluators to participate, sometimes including field 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 click here credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Assessment Principles
- Equity: Is the assessment process fair and equitable for all candidates?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Accuracy: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Consistency: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Does the evidence adequately demonstrate the required skills and knowledge?
- Authenticity: Is the evidence genuine and truly representative of the candidate's abilities?
- Timeliness: Are the assessment tools based on current units of competency and up-to-date industry practices?
Important Factors in Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the assessment item. For example, in the unit CHCECE032 Nurture 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 to baby signs and cues properly
- Prepare and settle babies for sleep
- Observe and promote suitable physical activities and motor skills for babies
Typical Mistakes
Describing the nappy-changing process for babies under 12 months does not fulfill the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., evidence of knowledge), students should be doing the tasks.
Mind the Plurals!
Pay attention to the frequency. 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 twice on just one baby won’t cut it.
All or Not Competent
Pay attention to lists. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each assessment item must cover all requirements, or the student is incompetent, and the evaluation tool is non-compliant.
Can You Be More Specific?
Each evaluation task must have clear and specific standard answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your instructions do not confuse students or assessors.
Avoid Double-Barrelled Questions
Steering clear of double-barrelled questions makes it more straightforward for students to respond and for assessors to accurately evaluate student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these assurances, you must wait for an audit before they help rectify noncompliance. This influences your compliance status, so it's better to take a proactive and compliant approach.
By following these guidelines and understanding the Principles of Assessment and rules of evidence, you can ensure that your evaluation tools are valid with the regulations mandated by ASQA and the SRTOs 2015.