{Guide to Assessment Validation pertaining to Training Providers throughout the Australian context :

{Guide to Assessment Validation pertaining to Training Providers throughout the Australian context :

Blog Article

Assessment Validation Overview

Registered Training Organisations (RTOs) have many responsibilities after becoming registered, which include yearly reports, AVETMISS compliance, and advertising compliance. Among these tasks, validation of assessments frequently stands out. While validation has been covered in multiple posts, a review of the basics is necessary. ASQA describes assessment review as a quality review of the assessment procedure.

At its core, assessment review is intended to identify 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 Standards for RTOs 2015, 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 rules require two types of validation. The primary type of validation of assessments ensures compliance with the requirements of the training package within your RTO's scope. The other type verifies that assessments follow the Principles of Assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will focus on the initial type—validation of assessment tools.

What are the Two Types of Assessment Validation?

- Assessment Tool Validation: Also referred to as pre-assessment validation or verification, deals with the initial part of the clause, focusing on ensuring all unit requirements are met.
- Post-Assessment Validation: Concerns the implementation, ensuring that RTO assessments align with the Principles of Assessment and Rules of Evidence.

Process of Conducting Assessment Tool Validation

Best Time for Conducting Assessment

The goal of assessment tool validation is to ensure that all aspects, performance standards, and evidence of performance and knowledge are covered by your assessment tools. Therefore, whenever you purchase new training materials, you must carry out validation of assessment tools prior to student use. There's no need to wait for your next five-year validation cycle. Review new resources as soon as possible to confirm they are appropriate for students.

Nevertheless, this isn't the only time to do this type of validation. Conduct validation of assessment tools also when you:

- Update your resources
- Expand with new training products on scope
- Audit your course with training product updates
- Recognise 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.

Training Products to Validate

Bear in mind that this validation ensures compliance of all training materials before being used. All RTOs must validate resources for each course unit.

Resources Required for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your learning resources:

- Mapping Tool: The first document to review. It shows which assessment tasks meet unit requirements, aiding in faster validation.
- Learner/Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if instructions are clear and input fields are sufficient. This is a common issue.
- Marking Guide: Also check if instructions for trainers are sufficient and if clear standards for each assessment item are provided. Clear criteria are crucial for reliable assessment results.
- Supplementary Resources: These may include checklists, evaluation registers, and forms developed separately from the student workbook and marking guide. Validate these to ensure they match the assessment task and comply with unit requirements.

Assessment Validation Panel

Standard 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including industry experts.

Collectively, your panel must have:

- Vocational Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Education.
- Either of the following training and assessment credentials:
- TAE40116 Certificate IV in Training and Assessment or its successor.

Assessment Principles

- Fairness: Does the assessment process offer equal opportunity and access to everyone?
- Adaptability: Does the assessment offer various options to demonstrate competence based on different needs and preferences?
- Relevance: Is the assessment relevant to the skills and knowledge it aims to evaluate?
- Reliability: Will the assessment produce consistent results every time?

Evidence Rules

- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Genuineness: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Is the evidence up-to-date with current industry practices?

Key Considerations for Assessment Validation

Pay attention to the tasks 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 criteria asks students to:

- Change nappies
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond appropriately to baby signs and cues
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Common Pitfalls

Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., knowledge evidence), students should be carrying out the tasks.

Mind the Plurals!

Pay attention to the quantities. In our read more 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 Nothing Competence

Pay attention to lists. As mentioned earlier, if students only complete half the tasks, it’s non-compliant. Each assessment item must cover all specifications, or the student is incompetent, and the assessment method is not compliant.

Can You Be More Specific?

Each assessment 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 directions do not confuse students or evaluators.

Double-Barrelled Questions: Avoid Them

Not using double-barrelled questions makes it easier for students to respond and for evaluators to accurately judge 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 impacts your compliance record, so it's better to take a preventative and compliant approach.

By following these guidelines and understanding the Principles of Assessment and Rules of Evidence, you can ensure that your assessment methods are compliant with the standards established by ASQA and the SRTOs 2015.