{Assessment Validation Process for Training Providers throughout Australia's training sector A Complete Guide
Assessment Validation OverviewRTOs are responsible for various tasks post-registration, which include annual statements, AVETMISS reporting, and marketing compliance. Among these tasks, assessment validation is particularly challenging. While validation has been covered in many discussions, a review of the basics is necessary. The Australian Skills Quality Authority identifies assessment review as granular review of the evaluation process.
Fundamentally, validation of assessments is about identifying which parts of an RTO's assessment 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, 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 rules specify two types of validation. The first type of assessment review guarantees adherence to the training package assessment requirements within your organisation's scope. The subsequent validation verifies that assessments are conducted according to the principles of assessment and Rules of Evidence. This indicates that validation is performed both before and after the assessment. This article will focus on the first type—assessment tool validation.
The Two Types of Assessment Validation
- Assessment Tool Validation: Also known as pre-assessment validation or verification, involves the initial part of the regulation, aimed at ensuring all unit requirements are met.
- Post-Assessment Validation: Is concerned with the conduct, confirming that RTO assessments follow the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
When to Validate Assessment Tools
The goal of validating assessment tools is to ensure that all components, performance standards, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you obtain new training materials, you must conduct assessment tool validation prior to student use. There's no need to wait for your next scheduled validation. Check new resources immediately to confirm they are fit for student use.
Nevertheless, this isn't the only reason to do this type of validation. Conduct validation of assessment tools also when you:
- Upgrade your resources
- Expand with new training products on scope
- Compare your course with training product updates
- Identify potential risks in your learning resources 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.
Training Products to Validate
Keep in mind that this validation guarantees adherence of all educational resources before use. All RTOs must validate materials for each unit.
Necessary Resources for Assessment Tool Validation
To validate your evaluation tools, you will need the complete set of your learning resources:
- Mapping Document: The first document to review. It identifies which assessment items meet subject requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment resource during validation. Check if guidelines are clear and answer fields are sufficient. This is a common issue.
- Assessor Guide: Also check if directions for evaluators are sufficient and if clear standards for each evaluation item are provided. Clear benchmarks are crucial for reliable evaluation results.
- Additional Resources: These may include lists, registers, and templates developed separately from the workbook and evaluation guide. Validate these to ensure they fit the evaluation task and address subject requirements.
Assessment Validation Panel
Standard 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Skills and Current Industry Skills relevant to the unit under validation.
- 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.
Principles of Assessment
- Fairness: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Will the assessment produce consistent results every time?
Rules of Evidence
- Relevance: Is the evidence relevant to the skills, knowledge, find it here and attributes described in the unit of competency?
- Sufficiency: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Authenticity: Does the evidence confirm the originality of the candidate's work?
- Currency: Is the evidence up-to-date with current industry practices?
Important Factors in Assessment Validation
Pay attention to the tasks in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Caring for Babies and Toddlers, one required performance evidence asks students to:
- Change nappies
- Feed babies with bottles and clean equipment
- Feed babies with solid food
- 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
Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit criteria is meant to assess theoretical understanding (i.e., knowledge-based evidence), students should be performing the tasks.
Watch Out for the Plurals!
Pay attention to the frequency. 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 does not fulfill the requirement.
All or Nothing Competence
Pay attention to enumerated tasks. As mentioned earlier, if students do not complete all the tasks listed, it’s non-compliant. Each evaluation task must meet all requirements, or the student is not competent, and the assessment method is non-compliant.
Be Specific!
Each assessment task must have clear and specific benchmark answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your guidelines do not mislead students or assessors.
Avoid Double-Barrelled Questions
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, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This influences your compliance status, so it's better to take a preventative and compliant approach.
By following these recommendations and understanding the principles of assessment and evidence rules, you can ensure that your assessment tools are reliable with the regulations mandated by ASQA and the SRTOs 2015.